Montessori Method

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During the early childhood years of life, children depend on the care and nourishment from their guardians. It is up to their guardians to make the overall life decisions for their children. They are the ones who supply the loving nurture and support through the period of development. One very important decision that a guardian must make for their child is their education. Education is a very crucial part to a child’s overall growth and development. A child’s brain, undergoes the most growth and development while in the early childhood phase of life. Because of this, guardians are forced to make the important decision; where should our child attend school? When it comes to making this life decision, parents must do what they think is best …show more content…
The research hypothesis is structured appropriately, and could have been used for a research goal. However, the researcher fails to elaborate on the test, and the procedure that was done in class, leading up to the tests. The study does not explain how classroom teachers put the Montessori method into effective use. It just explains what was done, and how the results were obtained. The study was not given a specific time frame. This makes it hard enough to determine whether if there was enough evidence collected to be interpreted just based off the academic performance test. I also believe that this study would be more effective, it was held over a few years time frame. In the Montessori method, students in fourth grade typically are in multi age classrooms with 5th, and 6th year students. This creates more questions such as: were these Montessori classrooms multi-age classes? If the researchers took a little more time to think about their stages of development and procedure, they would have been able to come up with a more effective result, which would have helped them stay on topic with their overall research …show more content…
The study was compiled of 50 children. 25 served as a control group, while 25 were selected to be the experimental group. All the children were between the ages of 5 and 6. The study was designed with the use of assessments that would ultimately measure the overall retention effect in each group, based on the Montessori education they received. The first test was called the “metropolitan readiness test”. This test measures overall school readiness. The next test is called the preschool and kindergarten behavior scale. This was used to determine children’s social skills. Lastly is the “FTF-K” (Frankfurter Test for Five Year Olds) test. This test, measures attention gathering skills. In order for the researchers to arrive at their result, they performed three rounds of tests. The metropolitan readiness test and the FTF-K test round were both given at the beginning of the school year, and then again in late spring for the control group. However, those in the experimental group were not re-administered the post test until six weeks after the control group was given the test. Classroom teachers filled out the preschool and kindergarten behavior scale. The results of this survey indicated that there was a statistical significance that showed a difference in social skills,

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